Providing a model for the professional development of mathematics teachers based on the brain training approach in the Iranian educational system

The aim of this study was to provide a model for the professional development of mathematics teachers based on the brain training approach in the Iranian educational system. This research is of qualitative type and is in the category of systematic reviews. To answer the research question, the key findings of the texts were coded and then categorized. The method used for purposive sampling. Prism flowchart was used to select the best text. The result of this effort was 109 articles in the first phase of data collection. Finally, 29 articles were included as the final records in the research. The study of these texts resulted in the selection of key findings, their coding, and finally access to the categories that formed the dimensions of the model. The findings of the present study regarding the identification of the dimensions of the pattern of continuous professional development of mathematics teachers showed that the identified pattern is based on 9 dimensions. The dimensions of this model, in order of emphasis in previous studies, are the connection between neuroscience and mathematics education in the classroom with the help of neuroimaging, changing the method of teaching mathematics by understanding brain function when learning mathematics, students' academic achievement In mathematics with the help of adaptive learning, brain structure and mathematical processing, the role of working memory and attention control in mathematical progress, limitations of educational neuroscience research in its application in the field of mathematical education, the use of numerical processing in mathematical progress, comprehensive model Math processing and development of a brain-based training package to assist math teachers in teaching. Proper implementation of the continuous professional development model of mathematics teachers based on the brain training approach in the mathematics classroom can lead to significant differences and effectiveness in teachers' teaching, which has positive effects. Proper implementation of the continuous professional development model of mathematics teachers based on the brain training approach in the mathematics classroom can lead to significant differences and effectiveness in teachers' teaching, which has positive effects.